Differentiated Lesson Planning

Using the resources provided in this week’s lesson, identify a content and ela standard. Write a
content language objective reflecting both the content and how students will learn the material.
Then identify the chosen strategy and outline how the students would benefit from your use of
each component of a BDA lesson.

Content Standard: HS.H4.3 Examine how access to information and technology has been
used to influence society.

ELA Standard:(Reading/Writing element you are covering)

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including

how they address related themes and concepts.

Content Language Objective: (A,B,C,D)(what will they learn and how will they demonstrate
their understanding)
1. Language: Students will be able to read and analyze two primary sources based on
technology from the past and present.

2. Content: Students will be able to identify how ‘magic’ can be seen as a technology and
identify modern forms of ‘magic’ by creating a compare and contrast chart with at least
5 items in each category.

3. Language: Students will be able to verbally share their charts in a group discussion
and why their choices are important in complete sentences.

COMBINED: Students will be able to identify how magic is a technology by creating a

compare and contrast chart with 5 items in each category, and verbally share their
charts in a group discussion regarding the concept of magic that draws on the primary
sources

Using the BDA framework, identify the reading strategy you would focus on before, during, and
after a lesson. Then justify the benefit of your choices.
Part of the Lesson Chosen Strategy How Will Students Benefit?

Before Activate Prior Knowledge: ● No right or wrong answers

Anticipatory Set Zoom-in
Zoom Out
○ Make observations
● They anticipate what the image
will become
○ Edge of their seat
guessing what this could
be about
● May or may not know
information (gage their learning)

During Monitor Comprehension ● They will be reading in small

groups, as a teacher I only want
 to make sure they understand
● If questions arise, I can stop the
class and ask inquiring
questions
● Students are having an active
role
● Makes assignment manageable
by chunking information
● Modeling allows students to
know what to do without giving
the answer away.

After Understand and ● Teaches historical empathy

Appreciate Point of View (ability to understand
perspective in a different point
of time)
● Be able to identify personal bias
● Identify two distinct sides of
past and present